• Diagnosis and support in the learning areas of reading and mathematics
• Teachers' skills and attitudes
• Intervention and lesson development research in the context of inclusion
• School development of students with intellectual disabilities

Selected publications

Schulze, S. & Kuhl, J. (2024). Working memory sensitive math intervention in students with learning disabilities – A single case study. Learning Disabilities: A Contemporary Journal, 22 (1), 45–65.

Wolf, L. M., Dietze, T., Moser, V., & Kuhl, J. (2022). „Sie wissen ja, welche Schätze sie im Kollegium haben“ – Der Einsatz förderpädagogischer Lehrkräfte in Grundschulen aus der Perspektive der Educational-Governance. Zeitschrift Für Grundschulforschung, 15 (1), 81–99. https://doi.org/10.1007/s42278-021-00131-w

Kuhl, J., Prediger, S., Schulze, S., Wittich, C., & Pulz, I. (2022). Inklusiver Mathematikunterricht in der Sekundarstufe – Eine Pilotstudie zur Prozentrechnung. Unterrichtswissenschaft, 50 (2), 309–329. https://doi.org/10.1007/s42010-021-00125-8

Schulze, S., Lüke, T. & Kuhl, J. (2020). Working memory sensitive math intervention for primary school students - A multiple baseline design study. Learning Disabilities: A Contemporary Journal, 18 (2), 213–240.

Kuhl, J., Sinner, D. & Ennemoser, M. (2012). Training quantity-number competencies in students with intellectual disabilities. Journal of Cognitive Education and Psychology, 11 (2), 128–142. https://doi.org/10.1891/1945-8959.11.2.128

More publications

See full publication list.